Exploring the ‘unexplained’ awarding gap through understanding BAME students’ experiences

Sara de Sousa, Judy St John, Emmanuella Emovon

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Abstract

A narrative method of enquiry was used to investigate the university experiences of Black, Asian and minority ethnic (BAME) students studying in a south-eastern UK business school. Participants were self-selecting undergraduates and postgraduates and academic and professional staff. The three facilitators were all academic staff from the Business School: two who identify as Black, one who identifies as white. Using a ‘Thinking Group’ (Kline, 1999) narrative methodology, it was found that issues relating to belonging, isolation, inclusive curriculum, and employability are all impacting Black, Asian and minority ethnic students’ success in the Business School currently. The research resulted in the co-creation of 30 recommendations for action in the following academic year.
Original languageEnglish
Pages (from-to)57-67
Number of pages11
JournalJournal of Widening Participation and Lifelong Learning
Volume23
Issue number3
DOIs
Publication statusPublished - 9 Dec 2021

Keywords

  • Black, Asian and minority ethnic; transition; belonging; isolation; inclusive curriculum; employability; Thinking Group; higher education; business school; awarding gap

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